PEPPERDINE UNIVERSITY LESSON PLAN

Name: Katharine Soper Grade: 5

Lesson #1 Gardner: Bloom:

__X__ Visual __X__ Knowledge
____ Kinesthetic __X__ Comprehension
__X__ Verbal __X__ Application
__X__ Logical __X__ Analysis
____ Rhythmic ____ Synthesis
__X__ Interpersonal ____ Evaluation
____ Intrapersonal
____ Naturalist
Strategy: Using jigsaw to understand how systems work in everyday life

Subject Area: Science

Teacher Performance Expectation Addressed: TPE 1A, TPE 2, TPE 3, TPE 5, TPE 6B, TPE
10, TPE 11

Common Core Standards: CCSS RI 5.4 - Determine the meaning of general academic and
domain-specific words and phrases in a text.

Objective: SWBAT further their knowledge of systems by asking and answering the question:
how do systems work in everyday life?

Personnel: Teacher and students

Instructional Materials: (Technology): Systems written on board, worksheet

Lesson Length: 35 minutes

Preparation: Teach students jigsaw expectations, lesson plan from yesterday on systems, write 8
different systems (bicycle, cell phone, your school, guitar, lamp, shoe, your town, your house) on
the board for students to work with

Anticipatory Set: Yesterday, we discussed what a system is. We talked about how luggage can
be a system for carrying your personal items while traveling or how the railroad is a system for
transporting passengers and heavy items across the country. Today, we are going to ask
ourselves an important question: how do systems work in everyday life?

Methodology:
1. Yesterday, we discussed what a system is. We talked about how luggage can be a system for
carrying your personal items while traveling or how the railroad is a system for transporting
passengers and heavy items across the country. Today, we are going to ask ourselves an
important question: how do systems work in everyday life?
2. When I say go, you will have 1 minute to turn and talk to your partner to discuss some
qualities of a system that we learned yesterday. Go!
3. Teacher will pull popsicle sticks to have students share out with the class the characteristics of
a system.
4. Great, I heard some wonderful answers about how systems are a collection of interacting parts
that work together to make a whole or produce a function. Before we answer our essential
question, we are going to talk about subsystems. A subsystem is a smaller system that is a part
of a larger system. For example, in the railroad system example from yesterday, the
locomotive is one system and the rail system is the subsystem. The rail system includes rails,
railroad ties, spikes and switching connections.
5. I am going to introduce some new systems for us to talk about today. We will discuss their
qualities, the parts of their system, how the parts interact and if the system has any
subsystems.
6. Looking up at the board, you can see that I have written 8 different types of systems for us to
analyze. With your table partner, you will analyze your assigned system. This should include
the parts of the system, how the parts interact, and if the system has any subsystems. Write
down your answers on the board, and we will present to the class in 10 minutes. Go!
7. Teacher will walk around as students are working in their partners.
8. After 10 minutes, teacher will stop groups and send them back to their desks. One at a time,
groups will present their systems while students fill out a worksheet detailing all 8 systems.
9. Now that you have finished your worksheet, take 1 minute to think of any other systems that
we use in our every day life. Share out whole-group.
10.Now we have a better idea of what a system is and how it is used in everyday life.
Tomorrow, we will be asking ourselves the question: is planet earth a system?

Model: Teacher will model subsystems and how they are used in the railroad system

Guided Practice: Teacher will walk around as students are working in pairs to answer questions
and ensure that students are focused and on-task

Independent Practice: Teacher will stand at the back of the room as the pairs present to ensure
that their information is correct and that other students are working on their worksheets

Closure: Students will come up with any other systems they can think of that we use in real life.

Differentiated Learning Activities

Gate: Create a system that has not yet been invented
Learning Difficulties: Work in groups to list the characteristics of a system and relate it to their
own lives
Disabilities: See IEP, work one-on-one with teacher to understand domain specific words